The+Individual+in+American+Society-+Topic1

Topic
toc **Novels/Dramas:** //The Crucible// by Arthur Miller and/or //Twelve Angry Men// by Reginald Rose **Theme:** The Individual in American Society

Students will extract historical/background information from primary Internet source documents to examine the common theme ,"the individual in American society" before the reading and analyzing of the assigned dramas. In addition, students will use this information for an oral presentation and for comparing and contrasting persuasive techniques for the purpose of writing an argumented essay, using evidence from primary sources, informational texts, and the plays. Students will work on citing and analyzing textual evidence that shows a connection between actual events and the events presented in the plays. An Internet Web Quest project, a group presentation, an argument, and an informative/explanatory essay are the highlights of this topic. = =

Common Core Standards

 * RL.11-12.4:** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings
 * RL.11-12.4**: Demonstrate knowledge of eighteenth-, nineteenth-, and early twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics
 * RI.11-12.6:** Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective
 * RL.11-12.6:** Analyze how style and content contribute to the power, persuasivenessess, or beauty of the text
 * RL.11-12.1:** Cite strong and thorough textual evidence to support analysis of what the text says explicitly
 * RL.11-12.3:** Analyze multiple interpretations of a story, drama, or poem, evaluating how each version interprets the source text
 * RI.11-12.2:** Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex anaylsis
 * RI.11-12.2:** Provide an objective summary of the text
 * RI.11-12.9:** Analyze seventeenth, eighteenth, and ninteenth-century foundational U.S. documents of historical and literary significance
 * W.11-12.1**: Write arguments to support claims in an analysis of substantive topic or texts, using valid reasoning and relevant and sufficient evidence.
 * W.11-12.2:** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
 * W.11-12.3:** Write narrative to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
 * W.11-12.6:** Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information
 * W.11-12.7:** Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
 * W.11-12.8:** Gather relevant information from multiple authoritative print and digital sources,using advanced searches effectively
 * SL.11-12.1:** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,) with diverse partners on grades 11 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
 * SL.11-12.3:** Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal task
 * SL.11-12.2:** Integrate multiple sources of information presented in diverse formats and media in __order__ to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data
 * SL.11-12.6**: Adapt a speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate
 * L.11-12.1:** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * L.11-12.3**: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
 * L.11-12.4:** Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
 * L.11-12.5:** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * L.11-12.6:** Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
 * L11-12.6:** Demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Suggested Student Objectives

 * Identify emerging themes in early American literature. (**RL.11-12.3), (****RL.11-12.4), (RL.11-12:1), (RI.11-12:9)**
 * Annotate text by summarizing what common passages state about the Puritan's feeling about God and humankind (**RI.11-12.2), (****RL.11-12.1), (L.11-12.)**
 * Create a historical context for the action of a play. (**RL.11-12.4), (****RL.11-12.3)**
 * Read and comprehend literary nonfiction text proficiently.(**RI.11-12.6), (****L.11-12.3), (RL.11-12.4)**
 * Compare and contrast the experiences of American 's earliest settlers, as conveyed through primary source documents and literature of the period through an Internet Quest. (**W.11-12.6), (****RI.11-12.9), (****SL.11-12.3), (****L.11-12.1), (****L.11-12.3)**
 * Analyze the role of religion in early American life. (**RL.11-12.6**), (**W.11-12.2), (****L.11-12.1), (****L.11-12.3)**
 * Identfiy and explain elements of Puritan literature. (**RI.11-12.9), (****SL.11-12.3), (****L.11-12.3)**
 * Examine the roles of the participants in American judicial system. (**RL.11-12.60, (****W.11-12.1), (****L.11-12.1), (****L.11-12.3), (****SL.11-12.2), (W.11-12.7)**
 * Explain "preaching" as a type of formal speech. ( **SL.11-12.6), (W.11-12.8), (SL. 11-12.3)**
 * Verify the preliminary determination of the meaning of a word or phrase**. (L.11-12.4)**

Suggested Additional Readings
from //The Great Fear// by Ronald Oakley - Holt McDougal's //The Crucible//, Related Readings
 * From "Sinners in the Hands of an Angry God" (July 8, 1741) Jonathan Edwards -Prentie Hall //Literature: The American Experience, pp. 70-73//
 * Article "The Lessons of Salem" by Laura Shapiro - //Springboard: English Textual Power: Level 6, pp. 240-243//
 * Why I Wrote the Crucible: an Artist's Answer to Politics by Arthur Miller - //Springboard: English Textual Power: Level 6, pp.266-273//
 * Salem Witch Trials - Internet Source
 * Inaugural Address by John Fitzgerald Kennedy -//Springboard: English Textual Power: Level 6, pp. 218-221//
 * The Puritans - Internet Source
 * McCarthyism - Internet Source

Resource Links
Prentie Hall //Literature: The American Experience// //Springboard: English Textual Power: Level 6// A Brief History of the Salem Witch Trials //law.umkc.edu/faculty/projects/trials/salem/salem.htm// //[|www.nd.edu/~rbarger/www7puritans.html]// History- Puritanism End Time Pilgrim Sermons Modern American Poetry- McCarthyism The Cold War Museum- McCarthyism //history.state.gov/departmenthistory/shorthistory/mccarthy//

Activities

 * Internet Web Quest**:
 * Conduct a research quest and extract information from the Internet on the Salem Witch Trials(Group One) and The McCarthy Era(Group Two); OR the workings of the American Judicial System. (**W.11-12.6,** **RL.11-12.1,** **W.11-12.7****), (RI.11-12.), (RL. 11-12.6)**


 * Collaboration:**
 * Make an oral presentation which consist of __sharing__ the information gathered from various sources on the Witch Trials and the McCarthy Era. Take notes on a graphic organizer. (**RL.11-12.6:** **W.11-12.2,** **W.11-12.8,** **SL.11-12.6,** **L.11-12.1****), (SL.11-12.3)**


 * Complete a comparison-contrast graphic organizer on the Salem Witch Trials and McCarthy's Senate Hearings.( **RL.11-12.6:** **W.11-12.2,** **W.11-12.8,** **SL.11-12.6,** **L.11-12.1****)**


 * Work with peers to present civil, democratic discussion in decision making (mock trials, skits) **(SL.11-12.1),**


 * Respond thoughtfully to interpretative statement/questions related to textual readings. (**SL. 11-12.1), (RI.11-12.6)**


 * Reading/****Writing:**
 * Use information from the web quest to write an essay using specific evidence in which you reveal what you learned about the atmosphere of Salem and the Puritan beliefs and how these led to the witch trials and write an essay in which you reveal what you learned about the atmosphere in the United States during the era and how this atmosphere and the actions of Senator Joseph McCarthy led to the modern day "witch-hunts." ; **OR** write an essay in which you reveal what you learned about the __working__ of the American judicial system. ( **RL.11-12.6:** **W.11-12.2,** **W.11-12.8,** **SL.11-12.6,** **L.11-12.1****)**
 * Read the excerpt from "Sinners in the Hands of an Angry God" and **write an argument** that explains why you think early settlers were persuaded by Edwards's sermon. Note evidence from the text to support your thesis**.(RL.11-12.1, RL.11-12.2, W.11-12.1,** **L.11-12.1****)**
 * Read another one of the texts from this unit and **analyze how** the style contribute to the power and/or persuasiveness of the text. Make connections to knowledge obtained from the Internet Web Quest. (**RL.11-12.6,** **RL.11-12.6,** **L.11-12.1****)**
 * Read //The Crucible// and explain connection between the play and the actual events of the Salem Witch Trials in order to discover how Miller used the combination of history and fiction to create a literary classic. (**RL.11-12.4,** **RI.11-12.9,** **W.11-12.2)**
 * Read Twelve Angry Men and explain connection between the play and the actual workings of an America court system(Internet Source). (**RL.11-12.4,** **RI.11-12.9,** **W.11-12.2)**
 * View Miller's //The Crucible// and/or Rose's //Twelve Angry Men.// Then write an argument in which you use at least three pieces of textual evidence and/or film evidence to support whelther the protagonists are heroes**.(RL.11-12.4, RL.11-12.7,****W.11-12.1****)**

Assessments
The teacher will conduct observations and assistance during class activities. Students will be assessed through responses to oral questioning and appropriate homework assignments. Students' writings will be assessed through the use of a writing rubric based on the specific type of writing. Students' responses to interpretative questions following each selection and/or acts for each of the plays will be graded, either through oral or written responses. Students will complete a check test and/or quiz after the completion of each section or acts of the texts. All oral presentations will be assessed through peer feedback and teacher rubrics and/or comments.